Unit : 2 Industrialization/Frontier Lesson A: Western Expansion & Agricultural Impact on Economy Class Periods: 2 Class Periods	Standards/Benchmarks: SS.912.A.2.7- Review the Native American experience. Remarks/Examples: Examples may include, but are not limited to, westward expansion, reservation system, the Dawes Act, Wounded Knee Massacre, Sand Creek Massacre, Battle of Little Big Horn, Indian Schools, government involvement in the killing of the buffalo. SS.912.A.3.1 - Analyze the economic challenges to American farmers and farmers’ responses to these challenges in the mid to late 1800s Remarks/Examples: Examples may include, but are not limited to, creation of agricultural colleges, Morrill Land Grant Act, gold standard and Bimetallism, the creation of the Populist Party. SS.912.A.3.6 - Analyze changes that occurred as the United States shifted from agrarian to an industrial society. Remarks/Examples: Examples may include, but are not limited to, Social Darwinism, laissez-faire, government regulations of food and drugs, migration to cities, urbanization, changes to the family structure, Ellis Island, angel Island, push-pull factors.
Objectives: • Review the Reasons for Westward Migration • Examine the Conflict with Native Americans • Analyze Challenges Facing American Farmers and Farmer's Response to those Challenges • Evaluate the importance of abundant natural resources and raw materials in promoting the Second Industrial Revolution. • Role that the farming boom played in promoting the Second Industrial Revolution		Essential Question: • Why would people take on the challenges of life in the West? • What natural resources were most important for industrialization? • What new methods and technologies revolutionized agriculture and made it practical to cultivate the Plains? • How did westward migration change the Plains Indian's way of life?

Higher Order Questions: • How did western expansion affect the ability of existing Native American tribes to maintain and express their cultures? • How did the United States respond to Native American resistance as the nation moved westward? • Can the “white man’s conquest” of Native Americans be justified? • Have Native Americans been treated fairly by the United States government? • Why did farmers begin to feel economic strain in the late 19th century? • How did farmers organize their efforts in response of economic troubles and unfair business practices? • Who was to blame for the problems of American farmers after the Civil War? • Were Native American's justified in leaving the reservations and refusing further relocation by the government? 	Vocabulary:  Plains Indians •Sioux Uprising •Red Cloud's War •Sand Creek Massacre •Little Bighorn •Wounded Knee •Dawes Act •Assimilate •Allotments	•Homesteading •Dry Farming •Sodbuster •Bonanza Farming •Mortgaging
Instructional Strategy Ideas: “I Do” • Teachers could use guided notes to provide students with the following background information: A. Overview of Expansion into the West B. Cause of Development C. Impact of Expansion on the Native Americans “We Do” • Student groups could use primary/secondary sources such as political cartoons or images of the West to analyze with the political cartoon analysis protocol. Have students to use sources to identify the push and pull factors that led to the migration of people from one place to another. Then, explain how they led different groups – miners, ranchers or farmers – to migrate to the Great Plains or the Far West.	Differentiation Ideas: Interactive Timeline/Poster Activity: Have students to create an advertisement for a department store catalogue for a product(s) that farmers would have used during this time period.
“You Do”  Students could write in their interactive notebooks explaining how border areas of the West were affected by the mixture of peoples who came there.
Resources: Internet Resources: 1. http://video.pbs.org/video/2186572157/ (American Experience Custer’s Last Stand) This site provides students with a deeper understanding of Custer's Last Stand. 2. http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtid=3&psid=705 (The Ghost Dance and the Wounded Knee Massacre) This site provides students with a variety of primary sources.